Computer Anxiety And Other Factors Preventing Computer Use Among United States Secondary Agricultural Educators

Fletcher, William E.; Deeds, Jacquelyn P.

doi:10.5032/jae.1994.02016

Cited by 25 publications

(21 citation statements)

References 3 publications

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“…The finding suggests that experienced teachers or teachers with long experience in the field of teaching are lagging behind younger teachers in terms of e-learning integration. A study by Fletcher and Deeds (1994) concluded that teachers with relatively more years of service or more needed training that was different from teachers who have relatively less years of service. This was because teachers with relatively less years of service had some exposure to the use of computers for teaching training while in college.…”

Section: Discussionmentioning

confidence: 99%

Stages of Concern in Integrating E-Learning in the Jordanian Discovery Schools

Fong¹,

AL-Rawajfih²,

Idros³

2010

ASS

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This study examines teachers' stages of concerns in Jordan Discovery schools on the integration of e-learning into their teaching. The moderator variables identified were gender and teaching experiences. A total of 350 teachers were randomly stratified from all secondary Discovery schools in the four districts (strata) of the capital, Amman. The findings of this study indicated that overall, Discovery school teachers are dominantly at the stage of 'personal' on the different stages of concerns. Male and female teachers do not show any difference in any of these categories but taken from the perspective of teaching experiences, only teachers in the 1-5 years were placed at the stage of 'collaboration' while the rest were at the 'personal' on the different stages of concerns. It was found that teachers' stage of management, stage of informational and stage of consequence contribute significantly on the variance of the integration of e-Learning.

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Section: Discussionmentioning

confidence: 99%

Stages of Concern in Integrating E-Learning in the Jordanian Discovery Schools

Fong¹,

AL-Rawajfih²,

Idros³

2010

ASS

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“…Studies have shown that computer anxiety, lack of confidence, and lack of enjoyment influence both the acceptance of computers and their use as a teaching and learning tool (Gressard & Loyd, 1986;Smith & Kotrlik, 1990;Woodrow, 1991;Fletcher & Deeds, 1994). The need to therefore disabuse the minds of teachers from such fears and replace these misconceptions with confidence building measures is ever more paramount.…”

Section: Introductionmentioning

confidence: 99%

Computer Attitude, Use, Experience, Software Familiarity and Perceived Pedagogical Usefulness: The Case of Mathematics Professors

Yushau

2006

EURASIA J MATH SCI T

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ABSTRACT. As the pedagogical-effectiveness of information technology (IT) in mathematics education is carefully established the topic of discourse among mathematicians and mathematics educators is no longer a dispute about whether or not to use IT in the teaching and learning of mathematics but a shift to some debate about the when and how of its usage. Under this dispensation, both researchers and educators have emphasized the role that teachers' attitudes toward information technology play as a crucial factor in the successful use of computers in the teaching and learning of mathematics. In this paper, we seek to study and examine the attitude of mathematics professors toward computers. In addition, the paper also investigates the effects of age and computer experience on computer attitude, usage, software familiarity, and perceived pedagogical usefulness. The broader perspective of the paper has drawn its input from more than fifty five percent (55%) of the mathematical sciences faculty of King Fahd University of Petroleum & Minerals who participated in a survey conducted as feedback for the paper. Measurement tools deployed in this regard were a slightly modified Computer Attitude Scale (CAS) by Loyd and Gressard (1984), and the Pedagogical Use (PU) unit of the Computer Attitude Scale for Teachers (CAST) by Yuen and Ma (2001). The acquired data was analyzed using an analysis of variance (ANOVA). Although both ANOVA and Duncan multiple comparison revealed that Age and computer experience did not affect attitudes towards computers and their pedagogical usefulness, the raw data nonetheless does show some trend towards that. From the result, one can conclude that mathematics professors not only have positive attitude towards computers, but seems convinced of the positive role that computers can play in the teaching and learning of mathematics. The only aggravating factor is the technical know-how and concomitant experience that are essential in guiding pedagogical activities towards effective and proper utilization of these technologies.

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“…In the area of computer anxiety, Fletcher and Deeds (1994) and Kotrlik and Smith (1989) found that no difference existed in the computer anxiety of agriculture teachers and the norm for other professionals reported by Oetting (1983); and it was reported in both studies that level of computer skills was a significant explanatory variable of computer anxiety. In addition, Kotrlik and Smith found that no differences existed in computer anxiety among teachers from various vocational fields, namely, agriculture, home economics (now called family and consumer sciences), business, and industrial arts.…”

Section: Technology Anxietymentioning

confidence: 95%

Factors Related to Technology Integration in Instruction by Marketing Education Teachers

Redmann

Kotrlik

Douglas

2003

Journal of Career and Technical Education

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This study addressed how technology was being integrated in the teaching/ learning process in secondary marketing education programs for four distinct and independent phases: Exploration, Experimentation, Adoption, and Advanced Integration. The study was based on the Kotrlik/Redmann Technology Integration Model © . The phases in which marketing teachers are most active are exploration of the potential of using technology in the teaching/learning process, and adopting technology for regular use in instruction; they are functioning at a fairly strong level in both phases. They are not very active in the experimentation phase, but they are operating at a moderate level in the advanced integration phase. Teachers perceive that minor barriers exist that prevent them from integrating technology into the teaching/learning process and they perceive they are good teachers. Marketing teachers are not experiencing anxiety when attempting to integrate technology into the teaching/learning process. Teachers' technology anxiety, and their perceptions of their own teaching ABSTRACT INTRODUCTION

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Computer Anxiety And Other Factors Preventing Computer Use Among United States Secondary Agricultural Educators

Cited by 25 publications

References 3 publications

Stages of Concern in Integrating E-Learning in the Jordanian Discovery Schools

Stages of Concern in Integrating E-Learning in the Jordanian Discovery Schools

Computer Attitude, Use, Experience, Software Familiarity and Perceived Pedagogical Usefulness: The Case of Mathematics Professors

Factors Related to Technology Integration in Instruction by Marketing Education Teachers

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